Educational Sciences 6, Special education, 7.5 credits

Utbildningsvetenskaplig kärna 6, Specialpedagogik, 7.5 hp

973G32

Main field of study

Didactics

Course level

First cycle

Course type

Programme course
Possible deviation from course syllabus/programme syllabus
ECV = Elective / Compulsory / Voluntary
Course offered for Semester Weeks Language Campus ECV
L1G46 Primary School Teacher Programme with a specialization in Teaching in Grades 4-6 of the Compulsory School 6 (Spring 2017) 201719-201723 Swedish Linköping, Valla C

Main field of study

Didactics

Course level

First cycle

Advancement level

G2X

Course offered for

  • Primary School Teacher Programme with a specialization in Teaching in Grades 4-6 of the Compulsory School

Examination

Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.

Students who have passed an examination may not retake it in order to improve their grades.

Grades

Three-grade scale, U, G, VG

Other information

Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus. The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.

Department

Institutionen för beteendevetenskap och lärande

No examination details is to be found.

Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Asp Onsjö, L. (2006). Åtgärdsprogram - dokument eller verktyg?: en fallstudie i en kommun. Diss. Göteborg: Göteborgs Universitet, http://hdl.handle.net/2077/16941 Barnkonventionen (1989). https://unicef.se/rapporter-och-publikationer/barnkonventionen Brown Beyers, N., Howerter, C. S., & Morgan, J. J. (2013). Tools and strategies for making Co-teaching work. Intervention in School and Clinic, 49, 84-91. Cooper, P. (2011). Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review, European Journal of Special Needs Education, 26:1, 71-86, DOI: 10.1080/08856257.2011.543547. Eriksson Gustavsson, A-L., Göransson, K. & Nilholm, C. (red.) (2011). Specialpedagogisk verksamhet i grundskolan. Lund: Studentlitteratur. Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2011). Co-teaching: An illustration of the complexity of collaboration in Special education. Journal of Educational and Psychological Consultation, 20, 9-27. Hjörne, E. & Säljö, R. (2013). Att platsa i en skola för alla. Elevhälsa och förhandling om normalitet i den svenska skolan. Norstedt: Finland. Läroplan för grundskolan, Lgr 11 (2011). Valda delar (Kap 1 och 2). Nilholm, C. (2006). Special education, inclusion and democracy. European Journal of Special Needs Education, 21(4), 431-445 Nilholm. C. (2007). Perspektiv på specialpedagogik. Lund: Studentlitteratur Persson, B. & Persson, E. (2012). Inkludering och måluppfyllelse: att nå framgång med alla elever. Stockholm: Liber. Persson, B. (2013). Elevers olikheter och specialpedagogisk kunskap. Stockholm: Liber. Shillingford-Butler, M. (2013). Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors. Professional School Counseling, Volume: 16 Issue: 4 (2013-04-01) p. 235-244. ISSN: 1096-2409. Skollag SFS 2010:800. Lag 2014:456. Valda delar (Kap 1: § 4, 5, 8-10, Kap 2: § 25, Kap 3: § 3-12, Kap 7, § 5, 6, 9, Kap 28: § 16, se utdrag under Kursdokument på Lisam). Skolverket (2014). Arbete med extra anpassningar, särskilt stöd och åtgärdsprogram, www.skolverket.se Svenska Unescorådet (2006). Salamancadeklarationen och Salamanca +10. Stockholm: Svenska Unescorådets skriftserie 2/2006. Thorsten, A., Forslund Frykedal, K. & Boo, S. (2017). Att anpassa undervisning: till individ och grupp i klassrummet. Natur & Kultur Akademiska.

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